KIN 340
Psychological Bases of Physical Activity
Spring, 2008
Instructor:
Office:
Phone:
e-mail:
Dr. Marty Ewing
201 IM Sport Circle
353-4652
mewing@msu.edu
Office Hours: Wednesday, 10 a.m. – 11:30 a.m. or by appointment
Course Description
Knowledge and application of learning theories and principles to the acquisition of motor
skills; factors affecting skill acquisition and performance; instructional considerations.
Course Objectives
Acquire knowledge and understanding of the major ideas in motor skill acquisition and
psychology of physical activity. Upon completion of this course the student should be
able to (orally or in writing):
1.
Demonstrate an understanding of the major ideas in the areas of motor skill
acquisition and the psychology of physical activity.
2.
Discuss the influence of factors affecting motor skill acquisition and performance.
3.
Apply principles and ideas of motor learning and the psychology of physical
activity to teaching, counseling, training, etc.
Course Requirements:
1. Reading Materials:
A. Textbooks:
Weinberg, R., & Gould, D. (2007). Foundations of Sport
Psychology. (4th ed.). Champaign, IL: Human
Kinetics.
Schmidt, R. A. & Wrisberg, C.A. (2008). Motor Learning
and Performance, (4th ed.). Champaign, IL:
Human Kinetics.
B. Additional articles and written assignments will be placed on Angel. Please
check for periodic updates.
1
2. Written Assignments:
3.
A.
Summary of Articles: (10 pts. each) You are required to summarize in
your own words TWO articles. Instructions for each of the summaries
can be found on Angel and will explain the assignment in greater detail.
B.
Written Summaries of Labs: (10 pts. each) There will be TWO labs in
this course which will require a written assignment. For each lab there
will be a set of instructions on Angel describing the assignment.
Three Examinations: (65 pts. each) Each examination will cover readings from
the texts, discussions, and lectures.
4. NOTE ON PLAGIARISM: Plagiarism is using the ideas or writings of another as
one’s own. It varies in degree of severity. The most severe is the use of another’s
entire paper word for word. The least severe is the use of another’s sentence,
paragraph, or ideas without giving credit to that individual (i.e., without providing
a reference). If the Instructor discovers an instance of plagiarism, the student will
receive a failing grade for the assignment in the least severe case and a failing
grade for the course in the most severe case. In addition, in the most severe case,
the incident will be reported to the Dean of the College of Education.
5. Note on Late Assignments: TWO POINTS will be deducted for each assignment
for each day that the assignment is late, up to a maximum of THREE DAYS,
after which papers will not be accepted and a ZERO GRADE for the paper will
be given. LATE means anytime following the conclusion of class for the day
the assignment was due.
6.
Note on Typing: All assignments must be typed in 12 pt. Times font, double-spaced,
and stapled. Handwritten assignments will not be accepted.
7. Grading Scale:
Grade
Points Earned
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.0
212 - 235
200 - 211
188 - 199
176 - 187
164 - 175
153 - 163
141 - 152
140 and lower
TENTATIVE COURSE SCHEDULE
2
PROJECT AND READING ASSIGNMENTS - DUE DATES
Date
Topic
January
Reading Assignment
7
Introduction to class
----
9
Defining Psychology
1
14
Scientific Approach
1
16
Understanding Skill Acquisition
Inference
Phases
2, 3
21
MARTIN LUTHER KING DAY (NO CLASS)
23
Understanding Skill Acquisition
4, 5
Classification
Measurement
28
Effective Demonstrations
(Summary of Boyce due)
6
30
Reaction time and memory
7
4
EXAM 1
1-7
6
Theories of Attention (Selective Attention)
8
11
Theories of Attention (Performance)
9
13
Attentional Focus/Arousal Relationship
10
18
Arousal, Anxiety
11
20
Focusing Attention
11
25
Individual Differences
12
27
Transfer of learning
(Summary of Scientific Article due)
13
3
SPRING BREAK
February
March
3
5
April
May
SPRING BREAK
10
Feedback
14
12
Feedback
15 - 16
17
Feedback
(KR Lab Due)
16
19
EXAM 2
8 -16
24
Practice Organization
17
26
Practice Organization
17
30
Motivation Process and Participant Motivation
18
2
Motivational Climate
18
7
Learned Helplessness (Attribution Lab)
18
9
Intrinsic and Extrinsic Motivation
(Attribution Lab Due)
19
14
Expectations and Self-confidence
20
16
Performance Enhancement Skills - Goal Setting
21
21
Goal Setting (Goal setting Lab)/Relaxation
22
23
Stress Management/Imagery
22, 23
1
FINAL EXAM (7:45 a.m. – 9:45 a.m.)
17 - 23
4
READING LIST
1.
Weinberg & Gould TEXT, Chapter 1, pp. 3 - 23.
2.
Schmidt & Wrisberg TEXT, Chapter 1, pp. 3 - 23.
3.
Schmidt & Wrisberg, TEXT, Chapter 7, pp. 200 - 203.
4.
Boyce, B. A. (1991). Beyond show and tell: Teaching the feel of the movement.
(Angel Folder)
5.
Schmidt & Wrisberg, TEXT, Chapter 7, pp. 203 – 217.
6.
Schmidt & Wrisberg TEXT, Chapter 8, pp. 228 - 238.
7.
Schmidt & Wrisberg TEXT, Chapter 3, pp. 77 – 89; Chapter 2, 54 - 57.
8.
Schmidt & Wrisberg TEXT, Chapter 2, pp. 25 – 39.
9.
Schmidt & Wrisberg TEXT, Chapter 3, pp. 44 – 54; 39 - 43.
10.
Weinberg & Gould TEXT, Chapter 16, pp. 365 - 394.
11.
Weinberg & Gould TEXT, Chapter 4, pp. 77 - 99.
12.
Schmidt & Wrisberg TEXT, Chapter 6, pp. 160 - 185.
13.
Schmidt & Wrisberg, TEXT, Chapter 7, pp. 189 – 199.
14.
Schmidt & Wrisberg TEXT, Chapter 10, pp. 283 - 319.
15.
Docheff, D. M. (1990). The feedback sandwich. (Angel Folder)
16.
Weinberg & Gould TEXT, Chapter 6, pp. 125 - 145 (STOP at Intrinsic
Motivation).
17.
Schmidt & Wrisberg TEXT, Chapter 8, pp. 238 - 253; Chapter 9, pp. 255 - 281.
18.
Weinberg & Gould TEXT, Chapter 3, pp. 51 – 76, 513 – 518 (STOP at
Role of friends in youth sport), 415 – 445.
19.
Weinberg & Gould TEXT, Chapter 6, pp. 145 - 155 (Begin with Intrinsic
Motivation).
20.
Weinberg & Gould TEXT, Chapter 14, pp. 322 - 343.
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21.
Weinberg & Gould TEXT, Chapter 15, pp.345 - 364.
22.
Weinberg & Gould TEXT, Chapter 12, pp. 273 - 293.
23.
Weinberg & Gould TEXT, Chapter 13, pp. 293 - 319.
CAATE COMPETENCIES AND PROFIENCIES COVERED:
PS-C1 Explain the psychosocial requirements (i.e., motivation and self-confidence)
of various activities that relate to the readiness of the injured or ill individual to
resume participation.
PS-C2 Explain the stress-response model and the psychological and emotional
responses to trauma and forced inactivity.
PS-C3 Describe the motivational techniques that the athletic trainer must use during
injury rehabilitation and reconditioning.
PS-C4 Describe the basic principles of mental preparation, relaxation, visualization,
and desensitization techniques.
PS-C5 Describe the basic principles of general personality traits, associated trait
anxiety, locus of control, and patient and social environment interactions.
PS-C6 Explain the importance of providing health care information to patients,
parents/guardians, and others regarding the psychological and emotional well being
of the patient.
PS-C12
Describe the basic signs and symptoms of mental disorders
(psychoses), emotional disorders (neuroses, depression), or personal/social conflict
(family problems, academic or emotional stress, personal assault or abuse, sexual
assault, sexual harassment), the contemporary personal, school, and community
health service agencies, such as community-based psychological and social support
services that treat these conditions and the appropriate referral procedures for
accessing these health service agencies.
PS-C13
Describe the acceptance and grieving processes that follow a
catastrophic event and the need for a psychological intervention and referral plan for
all parties affected by the event.
PS-C15
Describe the psychosocial factors that affect persistent pain perception
(i.e., emotional state, locus of control, psychodynamic issues, sociocultural factors,
and personal values and beliefs) and identify multidisciplinary approaches for
managing patients with persistent pain.
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